Rhetoric+Unit+2

Essential Question: //How do authors present details differently to develop a different portrayal of the same topic?//

Common Core Standards
toc **RI.9-10.2** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. **RI.9-10.3** Analyze how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. **RI.9-10.5** Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). **RI.9-10.7** Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
 * CCS Standards: Reading—Informational Text **

**W.9-10.2.a-f** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; included formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other relevant information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * CCS Standards: Writing **

**W.9-10.9.b** Draw evidence from literary or informational texts to support analysis, reflection, and research. <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">**SL.9-10.1.a-e** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. <span style="font-family: Arial,sans-serif; font-size: 12pt;">a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. <span style="font-family: Arial,sans-serif; font-size: 12pt;">c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify or challenge ideas and conclusions. <span style="font-family: Arial,sans-serif; font-size: 12pt;">d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. <span style="font-family: Arial,sans-serif; font-size: 12pt;">e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">CCS Standards: Speaking & Listening **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">**L.9-10.1** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <span style="font-family: Arial,sans-serif; font-size: 12pt;">**L.9-10.2** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. <span style="font-family: Arial,sans-serif; font-size: 12pt;">**L.9-10.4.a, b** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. <span style="font-family: Arial,sans-serif; font-size: 12pt;">a. Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. <span style="font-family: Arial,sans-serif; font-size: 12pt;">b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). <span style="font-family: Arial,sans-serif; font-size: 12pt;"> Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. <span style="font-family: Arial,sans-serif; font-size: 12pt;">a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">CCS Standards: Language **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">L.9-10.5.a **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Suggested Student Objectives
<span style="font-family: Arial,sans-serif; font-size: 10pt;">1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read closely for textual details. <span style="font-family: Arial,sans-serif; font-size: 10pt;">2) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Annotate texts to support comprehension and analysis. <span style="font-family: Arial,sans-serif; font-size: 10pt;">3) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Delineate an argument, assessing evidence and reasoning. <span style="font-family: Arial,sans-serif; font-size: 10pt;">4) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Engage in productive evidence-based conversations about text. <span style="font-family: Arial,sans-serif; font-size: 10pt;">5) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Determine meaning of unknown vocabulary. <span style="font-family: Arial,sans-serif; font-size: 10pt;">6) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Independently preview text in preparation for supported analysis. <span style="font-family: Arial,sans-serif; font-size: 10pt;">7) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Paraphrase and quote relevant evidence from a text. <span style="font-family: Arial,sans-serif; font-size: 10pt;">8) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Write original evidence-based claims. <span style="font-family: Arial,sans-serif; font-size: 10pt;">9) <span style="font-family: Arial,sans-serif; font-size: 12pt;">Generate and respond to questions in scholarly discourse.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Nonfiction/Informational Texts <span style="font-family: Arial,sans-serif; font-size: 12pt;">“A Genetics of Justice” by Julia Alvarez (required) “Remembering To Never Forget” by Mark Memmott (required)

**<span style="font-family: Arial,sans-serif; font-size: 12pt;">Resource Links **
//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Found on Engageny.org // <span style="font-family: Arial,sans-serif; font-size: 12pt;">Short Response Rubrics <span style="font-family: Arial,sans-serif; font-size: 12pt;">Model Central Ideas Tracking Tools (Module 2, Unit 1, 2, 3) – additional models available on Engageny.org

**<span style="font-family: Arial,sans-serif; font-size: 12pt;">Activities **
<span style="font-family: Arial,sans-serif; font-size: 12pt;">Fishbowl protocol:The fishbowl is a peer-learning strategy in which some participants are in an outer circle and one or more are in the center. In all fishbowl activities both those in the inner and those in the outer circles have roles to fulfill. Those in the center, model a particular practice or strategy. The outer circle acts as observers and may assess the interaction of the center group. Fishbowls can be used to assess comprehension, to assess group work, to encourage constructive peer assessment, to discuss issues in the classroom, or to model specific techniques such as literature circles or Socratic Seminars.

<span style="font-family: Arial,sans-serif; font-size: 12pt;"> Tips and Variations for the Fishbowl <span style="font-family: Arial,sans-serif; font-size: 12pt;">Fishbowl protocol in a 10th grade ELA class
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">After one round of a fishbowl, teachers might have the two circles change places. When all the students have experienced both the inside and the outside of the fishbowl, the teacher can ask questions like: What was it like being inside the circle? Outside the circle? How are the two roles different? What did you learn from each? How do you think you will carry what you learned from this exercise into small-group discussions? Into whole-class discussions?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Some teachers leave an empty seat in the fishbowl for an outside participant who wants to speak. He or she should move to the vacant seat and join the discussion until someone else from outside the circle wants to join. That person then taps the first person on the shoulder, and they quietly switch places.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Many teachers stay out of the fishbowl, since their presence can make the discussion less natural. Whether in or out of the group, however, the teacher must keep time, attend to behavior issues that the fishbowl group cannot handle, and maintain group protocols.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Stay and Stray **

<span style="font-family: Arial,sans-serif; font-size: 12pt;"> The teacher will divide the class into groups of four or five students, with each group getting a poem and/or piece of artwork, an oversized sheet of paper, and markers. Within the groups, the students will analyze the poem/artwork that was assigned to them and discuss their thoughts and feelings relating to the work. The group will then use the oversized sheet of paper and markers in order to create a visual presentation of their discussion. At the end of the group activity, one student will volunteer to be the presenter while the other members of the group will watch the presentations of the other groups. The students watching the presentations will have a short period of time to read the poem assigned to the other group or view the piece of artwork. The presenters will then discuss what their group thought and explain the work that was completed.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Table Text **

<span style="font-family: Arial,sans-serif; font-size: 12pt;"> The teacher will divide the class into groups of four or five students. Each group will receive a poem along with a worksheet presenting four to five questions (enough for each student in the group to always have a question to answer). The students will read the poem, then answer the first question on their worksheet. After a predetermined time interval, the students will switch worksheets and then answer the next question. Once all the questions on the worksheet have been answered, the students will then have a group conversation based on their thoughts and the answers of their classmates.

> (This may also be incorporated into poetic writing by providing the students with a writing prompt and having them write without worrying about format, grammar, or any particular rhyme scheme.) <span style="font-family: Arial,sans-serif; font-size: 12pt;">**Think-Pair-Share** Considering and thinking about a topic or question and then writing what has been learned; pairing with a peer or a small group to share ideas; sharing ideas and discussion with a larger group To construct meaning about a topic or question; to test thinking in relation to the ideas of others; to prepare for a discussion with a larger group <span style="font-family: Arial,sans-serif; font-size: 12pt;">Discussion Groups Engaging in an interactive, small group discussion, often with an assigned role; to consider a topic, text, question, and so on To gain new understanding or insight of a text from multiple perspectives <span style="font-family: Arial,sans-serif; font-size: 12pt;">**Quickwrite** Responding to a text by writing for a short, specific amount of time about a designated topic or idea related to a text to activate background knowledge, clarify issues, facilitate making connections, and allow for reflection. <span style="font-family: Arial,sans-serif; font-size: 12pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Poetry Reading Exercises/strategies **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Close Reading - Access small sections of a poem (several lines or a stanza) for the students to read. Then have the students re-read, mark, and annotate the key passages word-by-word and line-by-line.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Marking the Text - Selecting text by highlighting, underlining, and/or annotating for specific poetic elements.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Visualizing - Forming a picture (mentally and/or literally) while reading the text.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Free Writing - Using a fluid brainstorming process to write without constraints in order to solidify and convey the writer's purpose.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">TWIST Analysis - Analyzing a poetic work by looking at the following literary elements: tone, word choice (diction), imagery, style, and theme. The analysis can be done as a chart and/or written response.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Choral Reading - Reading text lines aloud individual and/or in student groups to present an interpretation. (This can also be coupled with oral interpretation - reading a text orally while providing the necessary inflection and emphasis that demonstrate an understanding of the meaning of the poem.)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment
<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment Writing Prompts – See Module Overview <span style="font-family: Arial,sans-serif; font-size: 12pt;">Unit 2 Sample Writing Prompts <span style="font-family: Arial,sans-serif; font-size: 12pt;">“A Genetics of Justice” by Julia Alvarez <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Remembering To Never Forget” by Mark Memmott
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does this beginning inform your understanding of the word //genetics// in the title?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Given your answer to the previous question, what might Alvarez mean by “A Genetics of Justice”?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What reason does Alvarez provide to explain why she “often imagine[s]” her parents’ lives under Trujillo in paragraph 1?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Why does Alvarez “especially” imagine her mother’s life in paragraph 2?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Why are Alvarez’s grandparents “afraid to say anything—even to their own children” about Trujillo’s regime in paragraph 3?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez’s grandparents’ fear of Trujillo affect Alvarez’s mother in paragraphs 2–3?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What is the impact of Alvarez’s repetition of “must have” in paragraph 3?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the statement, “She knew nothing of the horrid crimes of the dictatorship” refine your understanding of Alvarez’s use of “must have” to describe her mother’s opinion of Trujillo in paragraph 3?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the evidence Alvarez provides in paragraph 4 support her use of “must have” in paragraph 3?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the word “obsession” in paragraph 6 develop your understanding of Trujillo’s impact on Alvarez’s mother in paragraph 4?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Analyze how Alvarez unfolds Trujillo’s impact on her mother in paragraphs 1–6.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez’s description of the parade develop a central idea in the text in paragraph 11?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How do the events Alvarez unfolds in paragraphs 9–11 develop a central idea of the text?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What is the impact of Alvarez’s choice to begin paragraph 12 with “[t]he day came”?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Analyze Alvarez’s use of descriptive language and details to describe her mother’s experience of marching.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What is the impact of Alvarez’s description of “a clutter of dress uniforms, a vague figure on the podium”?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez’s statement “there is a scene I imagine that she has not told me about” impact your understanding of the memories in paragraph 12?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the statement “there is a scene I imagine that she has not told me about” impact your understanding of the details in the following paragraphs?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What reason does Alvarez give for “invent[ing]” such a scene? How does this reason relate to the final sentence of paragraph 13?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What does Alvarez mean by the phrase “coming undone” at the end of paragraph 14?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez use her imagined view of Trujillo to develop a central idea in paragraphs 12–15?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How do paragraphs 12–15 develop and refine a central idea introduced earlier in the text?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez develop the claim she makes in paragraph 15?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez choose to relate her family’s escape from the Dominican Republic in paragraph 16?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Analyze the difference in meaning and tone in the first and last sentences of paragraph 16. How do Alvarez’s specific word choices create this difference?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez use rhetorical devices and word choices to emphasize the internal consequences of living under Trujillo’s rule?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez develop the central idea of trauma in paragraph 17?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What is the impact of Alvarez’s specific word choice in the phrase “on American soil” from paragraph 18? How does this develop an idea from paragraph 17?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez introduce and develop the idea of silence in paragraphs 18 and 19?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez build a sense of urgency around her family’s situation before leaving the Dominican Republic?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez support her claim that “this great country that had offered my parents a refuge had also created the circumstances that made them have to seek refuge in the first place” (paragraph 19)?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What does the United States represent to Alvarez’s parents in paragraph 19? How does this develop an idea from paragraphs 16–18?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">In paragraph 19, how does Alvarez develop and refine the ideas from paragraphs 16–18?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Paraphrase Alvarez’s mother’s saying, “No flies fly into a closed mouth” (paragraph 20).
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez’s description of her parents’ imposition of silence in paragraph 21 develop and refine the idea of trauma?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez draw a connection between her mother’s response to questions and Trujillo?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What words does Alvarez use to describe her relationship with her mother? How does the word choice develop Alvarez’s relationship with her mother?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How is Alvarez different from her mother? Cite specific examples from paragraph 23 and earlier in the essay to support your analysis.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the contrast between Alvarez and her mother develop one of the essay’s central ideas?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Where did Alvarez’s mother learn her definition of disrespect? How does Alvarez’s mother’s definition of “disrespect” develop the central idea of silence?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez develop the contrast between herself and her mother in paragraphs 24–26?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How do the connections Alvarez draws in paragraphs 23–26 further shape and refine a central idea?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">In paragraph 27, What is Alvarez’s mother’s response to Alvarez’s poetry? What is her response to Alvarez’s first novel?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What “hardest challenge” does Alvarez introduce in paragraph 29? How does Alvarez use rhetoric to develop this “challenge”?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does Alvarez’s “challenge” in paragraph 29 further develop one of the essay’s central ideas?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the phone call between Alvarez and her mother develop the central ideas of trauma and freedom?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the sentence “No flies fly into a closed mouth” (par. 21) develop and refine one of Alvarez’s ideas in “A Genetics of Justice”?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the title of Memmott’s article impact your understanding of the article’s purpose?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What details does Memmott provide about Trujillo’s attitude toward “ethnic Haitians”? How do these details further develop Trujillo’s character?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">In paragraph 5, what additional details does Alvarez supply that Memmott does not? What is the implication of each detail?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">What word parts help you identify the meaning of megalomania in paragraph 7?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How does the word megalomania impact your understanding of Trujillo’s desire to “have a chest of medals” (par. 7)?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">How do Alvarez and Memmott’s word choices impact their respective tones when describing Trujillo?

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Describe the details about Trujillo emphasized in Mark Memmott’s article and in paragraphs 7–8 of “A Genetics of Justice.” Which details does each writer emphasize and what impact does that emphasis have on their portrayals of Trujillo?